[Slideshare] fiqh-course(batch-5-january 2016) -introdn #2 -(3-february-2016)

IN THE NAME OF ALLAH,IN THE NAME OF ALLAH,MOST COMPASSIONATE,MOST COMPASSIONATE,MOST MERCIFUL.MOST MERCIFUL.

All Rights Reserved © Zhulkeflee Hj Ismail (2016))

LESSON # 2 – LESSON # 2 –

THE APPROACHES IN THE APPROACHES IN LEARNING FIQHLEARNING FIQH

Using text & curriculum he has developed especially for Using text & curriculum he has developed especially for Muslim converts and young Adult English-speaking Muslims. Muslim converts and young Adult English-speaking Muslims.

““To seek knowledge is obligatory upon every Muslim (male & female)”To seek knowledge is obligatory upon every Muslim (male & female)”

UPDATED – 3 UPDATED – 3 February 2016 February 2016

BATCH # 5 INTAKE – [ January - May 2016 ] Intermediate Level course in English for AdultsIntermediate Level course in English for Adults

conducted by Ustaz Zhulkeflee Hj Ismailconducted by Ustaz Zhulkeflee Hj Ismail

SPECIFIC TO THE CONTEXT OF SINGAPORESPECIFIC TO THE CONTEXT OF SINGAPORE

And say: O Lord! Increase for me my knowledgeAnd say: O Lord! Increase for me my knowledge

“ “It is He (Allah) Who has sent amongst the Unlettered a It is He (Allah) Who has sent amongst the Unlettered a

messenger (Muhammad) from among themselves, to messenger (Muhammad) from among themselves, to

((YAT-LU-AA-YA –TIHIMYAT-LU-AA-YA –TIHIM) rehearse to them His Signs , and ) rehearse to them His Signs , and

((YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify them (purify and make ) to sanctify them (purify and make

them grow), and to (them grow), and to (YU-’AL-LIMU-HUMYU-’AL-LIMU-HUM) instruct them in ) instruct them in

Scripture and Wisdom― although they had been, before, Scripture and Wisdom― although they had been, before,

in manifest error― .“in manifest error― .“

((Qur’an: Jumu’ah: 62: 2Qur’an: Jumu’ah: 62: 2))


Allah SWT clearly informs us here the primary function Prophet

Muhammad ملسو هيلع هللا ىلصملسو هيلع هللا ىلص was sent for, and he ought to be remembered

especially by Muslims - as the educator par excellence for us all.

In this verse, even the methodology in his education follows an

ADAB ( the impact towards the state of the learner and

preparedness) and then the emphasis in the learning from both the

KITAAB (Al-Qur’an) and the HIKMAH (Wisdom – As-Sunnah).


“Nor should the Believers all go forth together: if a

contingent from every expedition remained behind,

they could devote themselves to studies in religion

(YU-FAQQIH FID-DEEN) and admonish the people

when they return to them― that thus they (may

learn) to guard themselves (against evil). "?

((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))


“ “Who is better in speech than one who calls (men) to Allah Who is better in speech than one who calls (men) to Allah

((DA-’AA- ILALLAHDA-’AA- ILALLAH), works righteousness (‘), works righteousness (‘AMALAN AMALAN

SWOLIHASWOLIHA), and says "I am of those who bow in Islam"?), and says "I am of those who bow in Islam"?

((Qur’an: Fussilat: 41: 33Qur’an: Fussilat: 41: 33))


8

““O ye who believe! (Be conscious of Allah and) Fear Allah O ye who believe! (Be conscious of Allah and) Fear Allah

((TAQWATAQWA) and ) and be with those be with those who are true (in words and who are true (in words and

deeds)- deeds)- AS-SWODIQEENAS-SWODIQEEN” ”

((Qur’an: Taubah:9: 119Qur’an: Taubah:9: 119))


““And keep yourself patient [by being] And keep yourself patient [by being] with those who with those who

call upon their Lord in the morning and the eveningcall upon their Lord in the morning and the evening, ,

seeking His countenanceseeking His countenance. And let not your eyes pass . And let not your eyes pass

beyond them, desiring adornments of the worldly life, beyond them, desiring adornments of the worldly life,

and do not obey one whose heart We have made and do not obey one whose heart We have made

heedless of Our remembrance and who follows his heedless of Our remembrance and who follows his

desire and whose affair is ever [in] neglect.”desire and whose affair is ever [in] neglect.”

((Qur’an: Kahfi : 18: 28Qur’an: Kahfi : 18: 28) )


““They consider it a favour to you that they have They consider it a favour to you that they have

accepted Islam. Say, "Do not consider your Islam a accepted Islam. Say, "Do not consider your Islam a

favour to me. Rather, Allah has conferred favour upon favour to me. Rather, Allah has conferred favour upon

you that He has guided you to the faith, if you should you that He has guided you to the faith, if you should

be truthful."be truthful."

((Qur’an: Hujurat : 49: 7Qur’an: Hujurat : 49: 7) )


““O you who have believed, respond to Allah and O you who have believed, respond to Allah and

to the Messenger when he calls you to that to the Messenger when he calls you to that

which gives you life. And know that Allah which gives you life. And know that Allah

intervenes between a man and his heart and intervenes between a man and his heart and

that to Him you will be gathered.”that to Him you will be gathered.”

((Qur’an:Anfaal: 8: 24Qur’an:Anfaal: 8: 24) )


““Certainly did Allah confer [great] favour upon the believers Certainly did Allah confer [great] favour upon the believers

when He sent among them a Messenger when He sent among them a Messenger (Muhammad) from (Muhammad) from

among themselves, to (among themselves, to (YAT-LU-’ALAI-HIMYAT-LU-’ALAI-HIM ) rehearse to them ) rehearse to them

His Signs (His Signs (AS-YAA-TI-HIAS-YAA-TI-HI) , and () , and (YU-ZAK-KEE-HIMYU-ZAK-KEE-HIM) to sanctify ) to sanctify

them (purify and make them grow), and to (them (purify and make them grow), and to (YU-’AL-LIMU-YU-’AL-LIMU-

HUMHUM) instruct them in () instruct them in (AL-KITABAL-KITAB) Scripture and () Scripture and (AL-AL-

HIKMAHHIKMAH) Wisdom― although they had been, before, in ) Wisdom― although they had been, before, in

manifest error― .“manifest error― .“

((Qur’an:Aali ‘Imran: 3: 164Qur’an:Aali ‘Imran: 3: 164) )


““If anyone contends with the Messenger If anyone contends with the Messenger even after guidance has been plainly even after guidance has been plainly

conveyed to himconveyed to him, and follows a path other than that becoming to men to , and follows a path other than that becoming to men to

Faith, We shall leave him in the path he has chosen, and land him in Hell, what Faith, We shall leave him in the path he has chosen, and land him in Hell, what

an evil refuge.” an evil refuge.”

((Qur’an: An-Nisa’: 4: 115)Qur’an: An-Nisa’: 4: 115)


We the prophets are commanded to place people We the prophets are commanded to place people

according to their station and to speak unto them according to their station and to speak unto them

in accordance with their intellectual capacity.in accordance with their intellectual capacity.

((Hadith reported by Abu Dawud from A’isyah r.aHadith reported by Abu Dawud from A’isyah r.a.).)


“Whomsoever that Allah wishes for him goodness, He will

make him a FAQIH (learned) in matters of the religion(Deen);

and for everything there is a pillar, and the pillar of this

religion is AL-FIQH – (the profound understanding of the

Deen); a learned scholar (of the Deen) is more difficult upon

satan than a thousand worshippers.”

((Reported by Bukhary and MuslimReported by Bukhary and Muslim))


“A learned FAQIH (scholar & teacher) is truly FAQIH, one who does not cause others to

feel despair from receiving the mercy of Allah (i.e. not overly strict and too ‘harsh’); and

neither does he (give the impression by his behaviour, a guarantees as if ) anyone can

avert or withhold the wrath (punishment) of Allah, nor allows opportunity (by giving

dispensation) for anyone to disobey Allah (i.e. being inappropriately lax and too ‘nice’).

(Hilyatul-Auliya: 1-73 – as quoted by M.Natsir in Fiqhud-Da’wah)

WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.WISE SAYING OF IMAM ‘ALI BIN ABI TOLIB R.A.


””Verily this is knowledge (contains the rules) of the Verily this is knowledge (contains the rules) of the

DEENDEEN (Religion), so look thoroughly into (Religion), so look thoroughly into

the person from whom you acquire the person from whom you acquire

(the knowledge of) your (the knowledge of) your DEENDEEN (Religion).” (Religion).”

Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:Imam Muhammad ibnu Sirrin (rhm.a) advices and warns us Muslims:


””The similitude of those who were charged with the The similitude of those who were charged with the

(obligations of the) Mosaic Law, but who subsequently (obligations of the) Mosaic Law, but who subsequently

failed in those (obligations), is that of a donkey which failed in those (obligations), is that of a donkey which

carries huge tomes (but understands them not). Evil is carries huge tomes (but understands them not). Evil is

the similitude of people who falsify the Signs of Allah: the similitude of people who falsify the Signs of Allah:

and Allah guides not people who do wrong.” and Allah guides not people who do wrong.”

((Qur’an: Jumu’at: 62: 5Qur’an: Jumu’at: 62: 5) )


CONTEXT OF SINGAPORECONTEXT OF SINGAPORE


Ever since the colonial days, the education of Muslims has been Ever since the colonial days, the education of Muslims has been

dualistic :-dualistic :-

[1] In learning their religion & religious duty, traditionally it was [1] In learning their religion & religious duty, traditionally it was

carried out by the community, as before the coming of the British.carried out by the community, as before the coming of the British.

[2] Then came the state schooling system – for Malay/Muslims it [2] Then came the state schooling system – for Malay/Muslims it

began with vernacular schools with Islamic knowledge.began with vernacular schools with Islamic knowledge.

[3] Later even this were conflated into ‘Integrated schools’ and then [3] Later even this were conflated into ‘Integrated schools’ and then

Malay/Tamil schools disappeared to become fully English medium Malay/Tamil schools disappeared to become fully English medium

schools, and for Muslims, option of learning schools, and for Muslims, option of learning IRKIRK (Islamic religious (Islamic religious

knowledge) – but later even the teaching of knowledge) – but later even the teaching of IRKIRK, was scrapped., was scrapped.


So, in ensuring that the learning and teaching of Islam is sustained, the So, in ensuring that the learning and teaching of Islam is sustained, the

matter rests entirely with the Muslim community and its infrastructure – matter rests entirely with the Muslim community and its infrastructure –

““Arabic school Arabic school ” and later known as ” and later known as MadrasahMadrasah. .

The most crucial factor has all along been the Muslim scholars, teachers The most crucial factor has all along been the Muslim scholars, teachers

and philanthropists – they constitute pillars in preserving and sustaining and philanthropists – they constitute pillars in preserving and sustaining

the traditional the traditional MadrasahMadrasah institution. institution.

(Full-time) Students of these (Full-time) Students of these MadrasahMadrasah, indeed very important, their , indeed very important, their

numbers (cohorts) usually were relatively few as most Muslim children numbers (cohorts) usually were relatively few as most Muslim children

opted for the full-time state or national schooling.opted for the full-time state or national schooling.

For these, lessons on Islam for them have to be provided, albeit part-time For these, lessons on Islam for them have to be provided, albeit part-time

– at mosques, private home tuition or in Muslim organizations.– at mosques, private home tuition or in Muslim organizations.


“Nor should the Believers all go forth together: if a

contingent from every expedition remained behind,

they could devote themselves to studies in religion

(YU-FAQQIH FID-DEEN) and admonish the people

when they return to them― that thus they (may

learn) to guard themselves (against evil). "?

((Qur’an: Taubah: 9: 122Qur’an: Taubah: 9: 122))


This verse is the basis upon which the This verse is the basis upon which the MadrasahMadrasah begun. From home- begun. From home-

basedbased HALAQAH HALAQAH to then moved to more established schools funded by to then moved to more established schools funded by

WAQFWAQF (trust endowment) of Muslim philanthropists and from the (trust endowment) of Muslim philanthropists and from the

community donations. Every Muslim must be made to realise the community donations. Every Muslim must be made to realise the

importance of our community’s dependence upon these traditional full-importance of our community’s dependence upon these traditional full-

time time MadrasahMadrasah to generate the crucial life-blood of to generate the crucial life-blood of ‘Ulama ‘Ulama (Islamic (Islamic

scholars) and scholars) and AsaatizahAsaatizah for the present and future generation. They for the present and future generation. They

serve as the bastion and vanguard for Islam.serve as the bastion and vanguard for Islam.

Their primary objective has all along been in ensuring, the general Their primary objective has all along been in ensuring, the general

Muslims religious education in Muslims religious education in Fardhu ‘Ain Fardhu ‘Ain would continue through their would continue through their

graduates as conveyor (graduates as conveyor (MUBALLIGHMUBALLIGH) for the community. ) for the community.


Even without adequate support, compounded with their staff grossly Even without adequate support, compounded with their staff grossly

underpaid and relatively deprived of proper training, we Muslims still underpaid and relatively deprived of proper training, we Muslims still

continue to benefit from the continue to benefit from the MadrasahMadrasah , its teachers and their students who , its teachers and their students who

preserve the light of Islam – as they pass them on. preserve the light of Islam – as they pass them on.

BeingBeing independent, independent, these full-time these full-time MadrasahMadrasah has been threatened with has been threatened with

closure with the proposal of the state ‘Compulsory Education Act’ closure with the proposal of the state ‘Compulsory Education Act’

(compulsory schooling, rather) that had excluded (compulsory schooling, rather) that had excluded MadrasahMadrasah as an as an

educational institution.educational institution. PERGAS PERGAS (Association of Islamic Scholars and (Association of Islamic Scholars and

Religious Teachers) and the whole Muslim community objected to, which Religious Teachers) and the whole Muslim community objected to, which

the government acceded the government acceded but subjected it to ‘conditions’but subjected it to ‘conditions’ and capping limits and capping limits

for its cohort intake. Now only six (6) full-time for its cohort intake. Now only six (6) full-time MadrasahMadrasah remain. remain.


Generally every Muslims here begins lesson on Islam with the basic – Generally every Muslims here begins lesson on Islam with the basic –

PRIMERPRIMER. Traditionally in . Traditionally in NUSANTARANUSANTARA, it begins with a concise text like , it begins with a concise text like

the genre – (the genre – (kitabkitab):):

SAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQHSAFINATUN-NAJAA - FEE-USUUL-AD-DEEN -WA-AL-FIQH

Meaning “The Ark which safeguard (one’s) Principle (Faith) and the Meaning “The Ark which safeguard (one’s) Principle (Faith) and the FIQH FIQH

(understanding of the (understanding of the DEENDEEN)” . Term “)” . Term “FIQH FIQH ““ then became conflated to then became conflated to

mean the understanding merely of, the Islamic jurisprudence.mean the understanding merely of, the Islamic jurisprudence.

The original meaning of “The original meaning of “AL-FIQH AL-FIQH ” generally to encompass the ” generally to encompass the

adequate understanding of the entire adequate understanding of the entire DEEN :DEEN :

( ( AQEEDAH – FIQH – AKHLAQ AQEEDAH – FIQH – AKHLAQ ).).


By current convention, the general learning of “By current convention, the general learning of “FIQHFIQH” has ” has

unfortunately been reduced to mean learning the knowledge of unfortunately been reduced to mean learning the knowledge of

jurisprudence; i.e. the knowing of the legal rulings of acts of jurisprudence; i.e. the knowing of the legal rulings of acts of

commission or omission in a Muslim’s life, guided and in compliance commission or omission in a Muslim’s life, guided and in compliance

with the with the SHARI’AHSHARI’AH ( (Divine lawDivine law).).

And the predominant school of jurisprudence (here for us) has been And the predominant school of jurisprudence (here for us) has been

the the SHAFI-’IE MADZHABSHAFI-’IE MADZHAB..

Also, the medium of instruction (Also, the medium of instruction (lingua francalingua franca) regarding Islam in ) regarding Islam in

this region this region NUSANTARANUSANTARA is the Malay or Indonesian language. is the Malay or Indonesian language.


The traditional The traditional MadrasahMadrasah (religious schools) are geared towards (religious schools) are geared towards

producing Islamic scholars and teachers – who specialises in the producing Islamic scholars and teachers – who specialises in the

sciences of the sciences of the DEEN. DEEN. (‘Ulum ad-deen)(‘Ulum ad-deen)

It was from these that our traditional Islamic religious teachers It was from these that our traditional Islamic religious teachers

and scholars attained their education and training. and scholars attained their education and training.

Yet when they teach the general ‘lay’ Muslims, they had to Yet when they teach the general ‘lay’ Muslims, they had to

depend upon, or to develop, a modified curriculum for their depend upon, or to develop, a modified curriculum for their

learning learning FIQHFIQH – more towards guiding them in their practices. – more towards guiding them in their practices.


Thus we were fortunate for such capable Islamic scholars / teachers Thus we were fortunate for such capable Islamic scholars / teachers

(although only very few) in the past who (although only very few) in the past who were able to present, what were able to present, what

was needed by general Muslims for their education on Islam, rather was needed by general Muslims for their education on Islam, rather

than a wholesale regurgitationthan a wholesale regurgitation of the traditional of the traditional MadrasahMadrasah curriculum curriculum

which they themselves had learnt.which they themselves had learnt.


Although this approach may have proven to be the most effective Although this approach may have proven to be the most effective

and prevalent for the general masses in the past, yet we must and prevalent for the general masses in the past, yet we must

ensure that it be constantly revised and further developed in ensure that it be constantly revised and further developed in

accordance with the context of evolving societal conditions of accordance with the context of evolving societal conditions of

Muslims.Muslims.

As for those in the full-time As for those in the full-time MadrasahMadrasah, due to the specialised , due to the specialised

nature of their education, it should be separately assessed nature of their education, it should be separately assessed

regarding their contextual needs.regarding their contextual needs.


Our suggestion here regarding curriculum (in this course module) is Our suggestion here regarding curriculum (in this course module) is

for Muslims in general, who are learning Islam part-time outside the for Muslims in general, who are learning Islam part-time outside the

MadrasahMadrasah – which do not need to have its similar (identical) – which do not need to have its similar (identical)

curriculum both in quantum, extensiveness and are less specialised.curriculum both in quantum, extensiveness and are less specialised.

Notwithstanding this curriculum (different from Madrasah’s) for the Notwithstanding this curriculum (different from Madrasah’s) for the

general Muslims, there has been a few exceptions amongst some, i.e. general Muslims, there has been a few exceptions amongst some, i.e.

those more committed who wished for a those more committed who wished for a specialised traditional specialised traditional

CurriculumCurriculum – usually comprising working adults engaged in a life-long – usually comprising working adults engaged in a life-long

continual learning path similar to the full-time continual learning path similar to the full-time MadrasahMadrasah students. students.


They were usually enrolled in a private ‘They were usually enrolled in a private ‘HALAQAHHALAQAH’ (study circle) ’ (study circle)

outside the outside the MadrasahMadrasah, mostly conducted by very senior, mostly conducted by very senior Sheikh Sheikh , for , for

only small selected group of very dedicated ‘lay’ Muslims with passion only small selected group of very dedicated ‘lay’ Muslims with passion

for such specialized knowledge, and with aspirations to follow in the for such specialized knowledge, and with aspirations to follow in the

footsteps of their teachers to be scholars. footsteps of their teachers to be scholars.

Many of these students (from Many of these students (from MadrasahMadrasah or even or even non-Madrasahnon-Madrasah) )

received personal attention of certain Islamic scholars, and later were received personal attention of certain Islamic scholars, and later were

granted permission to become Islamic teachers and scholars granted permission to become Islamic teachers and scholars

themselves, after undergoing tutelage and mentoring over some themselves, after undergoing tutelage and mentoring over some

years. Much depend on the students’years. Much depend on the students’ ADAB ADAB and ‘and ‘preparednesspreparedness’.’.


When we speak of learning and education in Islam, the role of the When we speak of learning and education in Islam, the role of the

learned scholar – learned scholar – MU’ALLIMMU’ALLIM, the , the USTAZUSTAZ (teacher) whose capacity is also (teacher) whose capacity is also

as a as a MU-ADDIB MU-ADDIB (Educator) who provides (Educator) who provides IRSHADAHIRSHADAH (spiritual guidance) (spiritual guidance)

etc., cannot be overlooked. etc., cannot be overlooked.

Remember, the Remember, the ‘ULAMA ‘ULAMA is an ‘institution’ within the persons or the is an ‘institution’ within the persons or the

personalities - and cannot be ‘hijacked’ by the corporate people as personalities - and cannot be ‘hijacked’ by the corporate people as

though to refer to organizations, bodies, schools etc.though to refer to organizations, bodies, schools etc.

TEACHER : AN IMPORTANT QUALIFICATIONTEACHER : AN IMPORTANT QUALIFICATION


The The proper development of Islamic teachers proper development of Islamic teachers ::



with the correct belief, with the correct belief,

worldview, passion and committed to worldview, passion and committed to DA’WAHDA’WAH, who understand the , who understand the

AMANAHAMANAH (Trust) which they are supposed to be shouldering, constantly (Trust) which they are supposed to be shouldering, constantly

vigilant regarding the challenges to the vigilant regarding the challenges to the UMMAHUMMAH etc. - is the most vital etc. - is the most vital

consideration.consideration.

Without this factor – the teachers, their training and their development - Without this factor – the teachers, their training and their development -

it is rather useless to speak merely of any curriculum or school model or it is rather useless to speak merely of any curriculum or school model or

even of university.even of university.

Unfortunately today, certain people’s obsession with only producing texts, Unfortunately today, certain people’s obsession with only producing texts,

experimenting with educational aids and latest in information technology , experimenting with educational aids and latest in information technology ,

overawed by other system of learning - that they inadvertently ignored the overawed by other system of learning - that they inadvertently ignored the

difference in the Islamic educational philosophy, the aims, approach and objective difference in the Islamic educational philosophy, the aims, approach and objective

etc. until Muslims are learning ‘etc. until Muslims are learning ‘IslamIslam’ merely as subjects, rather than subjecting ’ merely as subjects, rather than subjecting

themselves to ‘themselves to ‘IslamIslam’.’.

The systemic problem as in conventional educational institute becoming just like The systemic problem as in conventional educational institute becoming just like

other ‘industries’, manufacturing graduates who tend to be boring replicates, thus other ‘industries’, manufacturing graduates who tend to be boring replicates, thus

their teaching style and approach tend to stagnate. their teaching style and approach tend to stagnate.




Thus, we invariably inherited the tendency towards teaching Thus, we invariably inherited the tendency towards teaching FIQHFIQH as as

subjects to be taught according to whatever text / books popularly subjects to be taught according to whatever text / books popularly

chosen may be a predominant approach. chosen may be a predominant approach.

And given that most of these books were written as reference manual And given that most of these books were written as reference manual

on on FIQHFIQH, preferably the class nowadays (or future) should rather focus , preferably the class nowadays (or future) should rather focus

on students needs for fulfilling their obligation; correcting and improving on students needs for fulfilling their obligation; correcting and improving

their understanding of the their understanding of the SHARI’AHSHARI’AH; inculcating the appreciation of ; inculcating the appreciation of

how relevant these rulings are to Muslims in life; instilling conviction and how relevant these rulings are to Muslims in life; instilling conviction and

commitment towards upholding Islam; etc. commitment towards upholding Islam; etc.

Therefore this depends much upon who is teaching Therefore this depends much upon who is teaching FIQHFIQH..


IT MAY BE RELEVANT FOR SOME OF YOU TO ASK ME :IT MAY BE RELEVANT FOR SOME OF YOU TO ASK ME :

““WHAT ABOUT YOU ? CAN WE KNOW YOUR BACKGROUND ?”WHAT ABOUT YOU ? CAN WE KNOW YOUR BACKGROUND ?”

A SLIGHT DIGRESSION …A SLIGHT DIGRESSION …


WHICH WHICH UNIVERSITYUNIVERSITY DID YOU DID YOU GRADUATEGRADUATE FROM ? FROM ?

WHAT’S YOUR WHAT’S YOUR BACKGROUND ?BACKGROUND ?

DO YOU HAVE DO YOU HAVE LOCUS STANDI ?LOCUS STANDI ?

ARE YOU FROM ARE YOU FROM MADRASAHMADRASAH ? ?Got ARS or not ?

SURE YOU QUALIFIED TO TALK AH ? GOT

PHD OR NOT?

WHY SHOULD I LISTEN TO YOU ?

DO I KNOW YOU?NEVER HEARD OF YOU BEFORE


USUAL REMARKS ENCOUNTERED

YOU SPEAK ARABIC?

LAA-HAW-LA-WA-LAA-QUW-WA-TA-IL-LA-BIL-LAAH

(Asatizah Recognition Scheme)

““The best ones amongst you is the person who makes you The best ones amongst you is the person who makes you

remember Allah when you look upon him; remember Allah when you look upon him;

and whenever he speaks it increases you your knowledge and whenever he speaks it increases you your knowledge

(of the Deen), and with his deeds it inspires (motivates) (of the Deen), and with his deeds it inspires (motivates)

you to strive for your Hereafter.”you to strive for your Hereafter.”

((Hadith reported by Hakim from Ibnu ‘Umar r.aHadith reported by Hakim from Ibnu ‘Umar r.a.).)


BEGINNING OF TARBIYYAH

Family belongs to practitioner of the “Ba-’Alawi ” ways, emphasizing

much upon inculcation of Adab emulating the religious practices of the

Saadat Ba’Alawi, in loving the Prophet ,his Ahil-Bayt and descendants,

seeking beneficial knowledge, being in the company of ‘Ulama, prioritizing

upon ‘Amal (deeds) and Akhlaq-al-Karimah (noble disposition).

- Recitation of Surah Yaseen and Ratib Al-Haddad (weekly) has been

inculcated in our family since very young, without fail (even when we went

on holiday).

From young had been inculcated with ‘Adab’ - through observance of

many community traditional practices of the elders viz. Mawlid, ‘kenduri’,

‘tahlilan’, ‘Ratib’ , Diba’ie, ceramah, ziyarah, ‘Wiridan’ , etc.



I owed immensely my Islamic upbringing to my to late

mother and both my grandmothers to whom I was very

closed to.


Most of early life was spent living as extended family

within a large estate-home headed by my paternal

grandmother as the family grand Matriarch (Hajjah

Aishah binte Haji Omar).


Many well-known Islamic religious scholars frequently were invited for the whole

family to gain audience from, as well Asaatizah were employed to conduct

regular Islamic classes (DARS) for all of us the children after our schooling hours.

Even the adults (especially my mother and grandmother even) have their own

HALAQAH (private small study session) albeit more advance, usually using

traditional (Jawi) text. In this they had taught us children by example, the culture

of life-long learning of Islam. I was privileged to be included in this later on.


In this household, we strictly follow many traditions regarding

Islamic learning, ways and customs, instituted by a legacy of

my late grandfather ( Haji Yousoff bin Haji Mohammad Noor ).


Also, living in the earliest Muslim Quarter of Kampong Glam very close to

Masjid Sultan, and having strong family ties with other families with

similar Islamic tradition, had undoubtedly affected my religious

consciousness.


KUTTABKAK IJUM (NEK HAJI)- @ MINTO ROAD, JALAN SULTANSHEIKH ABU BAKAR BAHASWAN (QUR’AN)

ADAB - FARDHU ‘AIN – RATIB AL-HADDAD – AKHLAQ (FAMILY-BASED)

ADULT – FARDHU ‘AIN (PERDAUS) @ MADRASAH ALSAGOFFUSTAZ OSMAN JANTANUSTAZ HAFI HAKIM

FIQH AS-SUNNAH – (USTAZ WAN SALLEH – YA’COOB ELIAS)

TAUHEED – (USTAZ MAKTOOM – BUYA MALIK AHMAD)

DA’WAH-SIYAASAH – (USTAZ ISMAIL BAHRUM – DR. BURHANUDDIN AL-HELMY)

HALAQAH (MOSQUE)USTAZ MUHAMMAD B. ABDULLAH B. SALIM BIN DIAB (FIQH)KIYAI HAJI SHUKUR (TASAWWUF)HABIB MUHAMMAD BIN SALIM AL-ATTAS (MASJID BA-’ALAWIE)

MENTORED (HOME)USTAZ SA’ID BIN MUHAMMAD BIN SA’IDUSTAZ GHAFURUSTAZ MUHAMMAD BIN SA’ID SEMARANG(SON OF FOUNDER of MADRASAH AS-SIBYAN)USTAZ HAJI DAWOOD BIN HAJI NASIR

USRAH

AL-MANAR (AFGHANI –ABDUH – RASHID REDHA)IKHWANUL MUSLIMUN (HASSAN AL-BANNA – SAYYID SABIQ – ALGHAZZALI)PERSATUAN ISLAM – MUHAMMADIYYAH – AL-IRSHAD – NAHDATUL ‘ULAMATABLIGH – PERIPENSIS - HIMPUNAN BELIA ISLAM – JAM’IYYAH – DARUL ARQAM

MOREMORE


*Guillemard English School (Primary – PSLE)Guillemard English School (Primary – PSLE)


* St. Patrick’s School (Secondary – Cambridge Cert.) St. Patrick’s School (Secondary – Cambridge Cert.) City School of Commerce ( Cambridge Higher School Cert.)City School of Commerce ( Cambridge Higher School Cert.)

A turning point in taking very seriously my learning of Islam was when I

chose to study in a Catholic-Mission secondary School. I continued taking

extra-lessons on Islam in Madrasah, mosques and joined Halaqah etc.

With the advantage of Islamic home-schooling and nurturing, all of us

the siblings were sent to English schools. Combination of both systems

were gained – proficient in English and yet we could read and write also

in ‘Jawi ‘ script. This early foundation was indeed important.

* While learning about Islam and after my HSC result, because I was not called for full-time National service, I had to apply for jobs.

Working with HDB, pursued and obtained the Working with HDB, pursued and obtained the Technological Certificate in Builders’ Quantities Technological Certificate in Builders’ Quantities

from the City & Guilds of London Institute.from the City & Guilds of London Institute.

FIRST FULL-TIME JOB WITH HOUSING DEVELOPMENT BOARD (1973)

SERVED AS TECHNICAL OFFICER IN CONTRACTS MANAGEMENT

(QUANTITY SURVEYING)

While continually

learning Islam and

sharing Islam on a

Part-time basis after

Working hours and on

week-ends

IN TANDEM


(1982) when the main resource teacher (Ustaz) for Muslim converts

in Singapore then, Allahyarham Cikgu Hj Zaini Hj Ahmad became

indisposed due to ill-health, I was interviewed by the then Singapore

second Mufti Syed Esa bin Semait and Allahyarham Ustaz Syed

‘Abdillah bin Ahmad al-Jufri, was granted permission and appointed

by them to be the Ustaz to replace his role. I was also appointed as

one of the Registrar for conversion of new Muslims.








While continually

learning Islam and

sharing Islam on a



week-ends

IN TANDEM







While continually

learning Islam and

sharing Islam on a



week-ends(1991) after working for 17 years, opted to leave my full-time job with

HDB to devote fully in serving the Ummah (Da’wah & education)

IN TANDEM

WHILE SERVING IN DARUL ARQAM (1991-1997)

MOULAVI BABU SAHIBSHEIKH AHMAD DEEDATDR. JAMAL BADAWIDR.GARY MILLERAHMED VON DENFERMOULANA IMRAN HOESEIINDR. BILAL PHILLIPSDR. MAURICE BUCCAILLEDR. AHMAD SAKRHJ. A. KARIM GERALD D’CRUZKIYAI DRS. MUCHTAR ADAMUSTAZ HUSSEIN SHAHAB

... AND MANY OTHER VISITING SCHOLARS.

WHILE SERVING IN PERGAS (1997-2004)

USTAZ HJ. ABU BAKAR HASHIMUSTAZ SYED ‘ABDILLAH AL-JUFRI

USTAZ AHMAD SONHADJI MUHAMMADUSTAZ SALLIM JASMAN

USTAZ SYED HASSAN AL-BAHAR... AND MANY OTHER ASAATIZAH.

ISTAC-PERGAS SEMINAR (2000)

PROF. SYED MUHAMMAD NAQUIB AL-ATTAS PROF. WAN MOHD NOR WAN DAUDPROF. ALA-EDDIN KHAROUFAPROF. MALIK BADRIPROF. ABDUL RAHIM MUDDATHIRPROF. AMIR ROUBA-’IEPROF. FERID MUHICPROF. AHMAD MUSAVI KAZEMIPROF. CEMIL AKDOĞANPROF. HASSAN EL-NAGARDR. MUHAMMAD ZAINIY UTHMANDR. BURHANUDDIN AHMADDR. WAN AZHARDR. UGI SUHARTODR. ADI SETIADR. FARID SAHRAN

OTHERSUNABLE TO LIST MANY MORE ISLAMIC SCHOLARS, TEACHERS, ACADEMICIANS, ELDERS, ETC. WHICH I HAD PERSONALLY MET, LEARNT AND BENEFITTED FROM THEIR WISDOM AND ADVICES


””All praise be to Allah Who has guided us on All praise be to Allah Who has guided us on

to this. Had it not been for Allah Who granted to this. Had it not been for Allah Who granted

us guidance, we would not be on the Right us guidance, we would not be on the Right

Path.”Path.”


CHALLENGES AND DEVELOPMENTCHALLENGES AND DEVELOPMENT

It must be noted that today, with the availability of easy access to It must be noted that today, with the availability of easy access to

books and information on the internet; with greater reliance to self-books and information on the internet; with greater reliance to self-

study rather than undergoing right tutelage under the guidance of study rather than undergoing right tutelage under the guidance of

competent teachers; with the proliferations of ideologies of groups competent teachers; with the proliferations of ideologies of groups

promoting unknown agendas in the name of Islam; - Muslims being promoting unknown agendas in the name of Islam; - Muslims being

deprived of a competent teacher’s guidance in deprived of a competent teacher’s guidance in FIQHFIQH should be a very should be a very

grave concern - indeed.grave concern - indeed.

OK ! TO CONTINUE …



Indeed it is alarming, with people entering discourses and meddling Indeed it is alarming, with people entering discourses and meddling

in Islam beyond their competency (by Muslims and even non-in Islam beyond their competency (by Muslims and even non-

Muslims), and compounded by the relative ignorance of the general Muslims), and compounded by the relative ignorance of the general

Muslims themselves regarding their own basic knowledge of their Muslims themselves regarding their own basic knowledge of their

DEENDEEN..

Especially worrying is when this involves specialized fields and Especially worrying is when this involves specialized fields and

subjects regarding our subjects regarding our DEENDEEN, for which they do not have any , for which they do not have any

authority to be giving their opinion to the public.authority to be giving their opinion to the public.



Can any one claim the right to be involved in giving or engaging in Can any one claim the right to be involved in giving or engaging in

serious discourse in other specialised fields like medicine or serious discourse in other specialised fields like medicine or

engineering without adequate knowledge? engineering without adequate knowledge?

Or even if one knows something about draughtsmanship or have Or even if one knows something about draughtsmanship or have

read medical journals, without the proper training and approval of read medical journals, without the proper training and approval of

the true practitioners in their respective fields, messing in these the true practitioners in their respective fields, messing in these

would be deemed a crime – wouldn’t it?would be deemed a crime – wouldn’t it?


CHANGE IN LINGUA FRANCACHANGE IN LINGUA FRANCA

““We sent not a messenger except (to teach) in the language We sent not a messenger except (to teach) in the language

of his (own) people, in order to make (things) clear to them.”of his (own) people, in order to make (things) clear to them.”

((Qur’an: Ibrahim: 14: 4Qur’an: Ibrahim: 14: 4))


When the When the lingua franca lingua franca for Islamic discourse is predominantly in for Islamic discourse is predominantly in

Malay language, and the continual presence of so many of our Malay language, and the continual presence of so many of our

traditionally trained traditionally trained ASAATIZAHASAATIZAH in our midst (Bahasa Melayu/ in our midst (Bahasa Melayu/

Bahasa Indonesia speakers), it has ensured adequate supervision Bahasa Indonesia speakers), it has ensured adequate supervision

towards overseeing, and if need be, of correcting whatever towards overseeing, and if need be, of correcting whatever

misconceptions that may arise amongst the general Muslims.misconceptions that may arise amongst the general Muslims.

But the trend now is that But the trend now is that discourses in English has become more discourses in English has become more

predominant predominant and may replace the Malay, as and may replace the Malay, as lingua francalingua franca

especially in the Singapore context.especially in the Singapore context.




Teaching Islam in English Teaching Islam in English now is increasingly in demand and now is increasingly in demand and

many classes or courses are eagerly started, but who are many classes or courses are eagerly started, but who are

teaching these course or classes .. ?teaching these course or classes .. ?

Yet, from my experience in this field, the approach in teaching Yet, from my experience in this field, the approach in teaching

and the curriculum to be used, cannot merely be by translating and the curriculum to be used, cannot merely be by translating

or converting whatever has been done in Malay into English (as or converting whatever has been done in Malay into English (as

some may have simplistically presumed).some may have simplistically presumed).



Or even by transplanting these from other (Western) country, Or even by transplanting these from other (Western) country,

there are issues or concerns – especially with regard tothere are issues or concerns – especially with regard to ADAB ADAB and and

respect for what has already been nurtured by our past respect for what has already been nurtured by our past ‘ULAMA‘ULAMA..


Also the Also the MAD’UMAD’U (the audience for (the audience for DA’WAHDA’WAH and students) their and students) their

exposure and background, may require special responses – viz. be exposure and background, may require special responses – viz. be

they converts from other religion, youth, adults, or agnostics, they converts from other religion, youth, adults, or agnostics,

secularist, sceptics, atheists, etc. secularist, sceptics, atheists, etc.

Do we have the relevant curriculum and teachers for these?Do we have the relevant curriculum and teachers for these?

A concern too, is the proficiency (or rather the lack of it) of many A concern too, is the proficiency (or rather the lack of it) of many

ASAATIZAHASAATIZAH in use of English, since in use of English, since the teaching of Faith requires the teaching of Faith requires

convincing and very engaging , communication skillsconvincing and very engaging , communication skills..



Qualified graduates from Islamic learning centres, even those proficient Qualified graduates from Islamic learning centres, even those proficient

in English, are advised to refer to or (if they have any humility) to in English, are advised to refer to or (if they have any humility) to

spend some time to learn from those with much experience, especially spend some time to learn from those with much experience, especially

those who have already been involved for years in this field those who have already been involved for years in this field locallylocally - -

rather than trying to ‘rather than trying to ‘re-invent the wheel re-invent the wheel ’.’.

Especially useful is to know the kind of ‘Especially useful is to know the kind of ‘questions, arguments and questions, arguments and

concerns concerns ’ which contemporary audience frequently posed, and how to ’ which contemporary audience frequently posed, and how to

effectively address them.effectively address them.



Importing and the rather Importing and the rather indiscriminateindiscriminate use of foreign ‘talents’ without use of foreign ‘talents’ without

seeking advice from local Islamic scholars and teachers (seeking advice from local Islamic scholars and teachers ( in the field, the in the field, the

actual practitioners – not academicsactual practitioners – not academics) is sign of our lacking in ) is sign of our lacking in ADABADAB. .

‘‘Education’ should be regarded like nurturing of seeds and plants, and Education’ should be regarded like nurturing of seeds and plants, and

the teachers or educators like the “gardeners” : whose knowledge, the teachers or educators like the “gardeners” : whose knowledge,

experience, wisdom, sincerity, and their love, affection, commitment, experience, wisdom, sincerity, and their love, affection, commitment,

passionate dedication to their growing plant, cannot be easily passionate dedication to their growing plant, cannot be easily

replaced.replaced.



““ApprenticeshipApprenticeship” (or mentoring) of those intending to take-over their role ” (or mentoring) of those intending to take-over their role

must be done – especially teaching Islam in English. Have this been must be done – especially teaching Islam in English. Have this been

seriously and adequately done? And if yes, by whom? seriously and adequately done? And if yes, by whom?

Although today many may have completed courses on Islam with Although today many may have completed courses on Islam with

diplomas and degrees (PHD’s even), academic achievements alone does diplomas and degrees (PHD’s even), academic achievements alone does

not necessarily equate practical competency in teaching to the masses. If not necessarily equate practical competency in teaching to the masses. If

in law, medicine, schools - their graduates have to undergo pupilage or in law, medicine, schools - their graduates have to undergo pupilage or

houseman ship or post-graduate stint in NIE and practicum, why are houseman ship or post-graduate stint in NIE and practicum, why are

religious teachers of Islam not provide with such? religious teachers of Islam not provide with such?



DEPENDING UPON NEEDS – AIM OF LEARNING FIQH DEPENDING UPON NEEDS – AIM OF LEARNING FIQH

The traditional approach for teaching and learning The traditional approach for teaching and learning FIQHFIQH is towards is towards

becoming a religious scholars or teachers. becoming a religious scholars or teachers.

For these, their curriculum on For these, their curriculum on FIQHFIQH is similar or equivalent to that in is similar or equivalent to that in

full-time full-time MadrasahMadrasah and may prepare such students with one of the and may prepare such students with one of the

qualification for pursuing further studies in higher centres of learning qualification for pursuing further studies in higher centres of learning

– specializing in Islamic studies.– specializing in Islamic studies.

This may not be suitable for most of the Muslims (generally).This may not be suitable for most of the Muslims (generally).


DEPENDING UPON NEEDS – AIM OF LEARNING FIQH DEPENDING UPON NEEDS – AIM OF LEARNING FIQH

NOTE NOTE : Those aiming to be scholars must not regard that with this : Those aiming to be scholars must not regard that with this

component/subject component/subject FIQHFIQH alone, as being adequate for it must alone, as being adequate for it must

include also other related field of specialised studies viz. include also other related field of specialised studies viz. Arabic, Arabic,

Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-Hadith, Seerah, Qur’an, ‘Ulum-al-Qur’an, Tafsir, Ahadith, ‘Ulum al-Hadith, Seerah,

Tarikh, Usul-Fiqh, Aqeedah, AkhlaqTarikh, Usul-Fiqh, Aqeedah, Akhlaq, , Da’wahDa’wah etc. because Islamic etc. because Islamic

scholars cannot go into specialization without adequate learning in scholars cannot go into specialization without adequate learning in

(eclectic) sciences of the (eclectic) sciences of the DEENDEEN..


THE CURRICULUM – (GENERAL) THE CURRICULUM – (GENERAL)

Here, I am sharing what I’ve envisaged (and which I am Here, I am sharing what I’ve envisaged (and which I am

continuously implementing) as the curriculum in learning continuously implementing) as the curriculum in learning FIQHFIQH for for

new Muslims (in English) – or for those who may only be able to new Muslims (in English) – or for those who may only be able to

attend classes for a short duration (perhaps once a week).attend classes for a short duration (perhaps once a week).

Their needs in Their needs in FIQHFIQH are somewhat different from those intending are somewhat different from those intending

to be specialist in the knowledge of the to be specialist in the knowledge of the DEENDEEN..



Also of late, many confusion did arose when matters of Also of late, many confusion did arose when matters of

““KHILAAFIYAHKHILAAFIYAH” (Difference of opinion amongst the ” (Difference of opinion amongst the MADZAAHIBMADZAAHIB) were ) were

callously introduced by certain groups.callously introduced by certain groups.

Perhaps in seeking followers, some may resort with utter Perhaps in seeking followers, some may resort with utter

inconsiderateness (even stooping to instigation) with their ‘critique’ inconsiderateness (even stooping to instigation) with their ‘critique’

or by hastily belittling certain opinions of predominant school or by hastily belittling certain opinions of predominant school

MADZHABMADZHAB which most Muslims here have already been earlier which most Muslims here have already been earlier

taught.taught.



Also, many may have gone on to study Also, many may have gone on to study FIQHFIQH without being without being

adequately introduced to this field of study - how it is placed adequately introduced to this field of study - how it is placed

within the overall educational need of a Muslim – the bigger within the overall educational need of a Muslim – the bigger

schema; aim and purpose of the study; relevant history of its schema; aim and purpose of the study; relevant history of its

development; how to learn; etc. development; how to learn; etc.

This knowledge is crucial.This knowledge is crucial.

In accordance with In accordance with ADABADAB, all these should be provided in what we , all these should be provided in what we

termed “Introductory Module” - termed “Introductory Module” - MUQADDIMAHMUQADDIMAH . .



We fear for the possible loss of We fear for the possible loss of ADABADAB amongst these students and amongst these students and

the danger of ‘anarchy’ as some in their ignorance, even are the danger of ‘anarchy’ as some in their ignorance, even are

advocating the doing away of the need to follow advocating the doing away of the need to follow MADZHABMADZHAB itself. itself.

We are not against their learning comparative schools of Islamic We are not against their learning comparative schools of Islamic

jurisprudence : jurisprudence : MADZAAHIBMADZAAHIB (as an advanced study module) but (as an advanced study module) but

this is reserved only for those who are already competent in the this is reserved only for those who are already competent in the

initial initial MADZHABMADZHAB they were on, and who knows and have the they were on, and who knows and have the ADABADAB

in matters of in matters of KHILAAFIYAHKHILAAFIYAH..


REVISITING THE “TAUREVISITING THE “TAUHHEEDIC PARADIGM” EEDIC PARADIGM” CHART - IN A MUSLIM’S EDUCATIONCHART - IN A MUSLIM’S EDUCATION

* From Fardhu ‘Ain class slides & “Beginners Manual on Islam” - Addendum


‘ILM FIQH(Practical Laws for life;

Learning of the Shari’ah)

Purpose / ObjectiveDevelopment of Correct Practices;

Submission & Obedience to Will of Allah (Islam)

What is involved?Knowing the law, rules as Guidance to every aspect of life

Capability to implementing them in life

What is the Effect?To develop a community of people,

Inviting to what is goodEnjoining what is right, and forbidding evil,

Advocating the fulfilment of AMANAH (Trust)As Allah’s Khalifah (vicegerent),

Establishing the Brotherhood of Man in The servitude of One God.

TauTauhheedic paradigmeedic paradigm













BROAD EXTENT OF TOPICS COVERED IN FIQHBROAD EXTENT OF TOPICS COVERED IN FIQH‘‘ibadah ibadah (personal devotion / worship) (personal devotion / worship) MuamalahMuamalah (social transaction) (social transaction) MunakahahMunakahah (Marriage & family) (Marriage & family) Irth / fara’id Irth / fara’id (Distribution of wealth)(Distribution of wealth) JinayahJinayah (crimes & punishment) (crimes & punishment) Qodha’iyahQodha’iyah (judiciary)(judiciary) jihad / Da’wah jihad / Da’wah (struggle in war & peace)(struggle in war & peace) imarahimarah (Leadership/government)(Leadership/government)













RELEVANT COMPLEMENTARY RELEVANT COMPLEMENTARY KNOWLEDGE:KNOWLEDGE:

All applied sciences, technologyAll applied sciences, technologyand skills, knowledge of economics, politics, and skills, knowledge of economics, politics,

social & administrative social & administrative sciences etc. that can assist in the sciences etc. that can assist in the

fulfilment of establishing justice, order, peace, fulfilment of establishing justice, order, peace, harmony, prosperity, physical harmony, prosperity, physical

with moral progress, and the well-being with moral progress, and the well-being of Man & society, etc.of Man & society, etc.


However in Singapore, where Muslims generally attend part-time However in Singapore, where Muslims generally attend part-time

classes on Islam (usually only once a week), it would not be possible to classes on Islam (usually only once a week), it would not be possible to

follow this curriculum / quantum (unless for the exceptional few who follow this curriculum / quantum (unless for the exceptional few who

can give more of their time and be fully committed to engage in regular can give more of their time and be fully committed to engage in regular

HalaqahHalaqah, as stipulated by mentor / Sheikh)., as stipulated by mentor / Sheikh).

Therefore, the following (curriculumTherefore, the following (curriculum* * I’ve implemented here) is meant I’ve implemented here) is meant

for the general Muslims or new Muslims (convert or novice), as for the general Muslims or new Muslims (convert or novice), as

introduction to learning introduction to learning FIQHFIQH (part-time). (part-time).

** MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE


** MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE MUQADDIMAH: THE SEQUENCE OF TOPIC – SPECIFIC OBJECTIVE

Below are the major suggested topics, I have incorporated:Below are the major suggested topics, I have incorporated:

ADABADAB IN LEARNING IN LEARNING

WHAT IS WHAT IS SHAR’IAHSHAR’IAH??

OVERVIEW AND INTRODUCTION TO OVERVIEW AND INTRODUCTION TO MADZHABMADZHAB

KNOWING RELEVANT HISTORY AND CONTEXT (KNOWING RELEVANT HISTORY AND CONTEXT (WAQI’IYWAQI’IY))

PRIORITY OF THE SUBJECT TO LEARN (PRIORITY OF THE SUBJECT TO LEARN (AWLAAWIYYAAWLAAWIYYA))

LEARNING KNOWLEDGE (LEARNING KNOWLEDGE (FIQHFIQH) FOR ) FOR APPLICATION APPLICATION IN LIFE.IN LIFE.


TO BE CONTINUEDTO BE CONTINUED


http://an-naseehah.blogspot.com/

http://introductiontotauhid.blogspot.com/

http://oyoubelievers.blogspot.com/

http://al-amthaal.blogspot.com/

http://zhulkeflee-archive.blogspot.com/

http://criteriaforaholybook-quran.blogspot.com/

http://with-the-truthful.blogspot.com/

http ://muqaddam-nurul.blogspot.com/

All welcome to visit my web-blog:All welcome to visit my web-blog:


[Slideshare] fiqh-course(batch-5-january 2016) -introdn #2 -(3-february-2016)

Education

Transcript of [Slideshare] fiqh-course(batch-5-january 2016) -introdn #2 -(3-february-2016)